Al's observations re: the value of a student teaching experience seem to bewell noted. While preservice teachers might observe tapes of classroommanagement, student discipline, etc., until they have had suppported experiencein these areas, there is no way for the student teacher, the cooperatingclassroom teacher, or a college supervisor to KNOW with any degree of certaintythat the individual possesses teaching skills beyond academics. While Iappreciate the suggestions that teacher certification be withheld until thefirst year of teaching (and that with a mentor) is successful, I cannot helpwondering where school districts and classrooms exist such that either a) twoteachers would be paid for an entire year to cover a single classroom or b)all interested parties in the district would permit or encourage one yearcontracts with limited possibility of continuing beyond this point? MANY yearsago, my mother needed a 'student teaching' experience although she had beenemployed by her district for at least five years as a 'long-term substitute' intwo schools in half-day Kdg. classes. The university's concept of studentteaching for her was to arrange with the district for a semester of herservices without pay! If I were a district financial officer, I believe thatbalancing the budget might be much easier if I had similar 'flexibility' in'hiring' teachers.

There are universities where Entry-year Teacher programs are offered. I am notcertain whether such services have a fee attached or whether this is arrangedbetween the university and the participating districts. Students report thatsuch a support program is helpful in establishing a network whether they have amentoring teacher or not.

I tell my student teachers that this is the time to try out 'new' teachingmethods. They are in the rather enviable position of having support from botha college supervisor and a cooperating teacher -- and they do not have to fearloss of position or income. Students in our program are customarily assignedto one urban and one suburban situation. I would prefer that this take placeover the course of one year rather than one semester, but expense is a problem.

The comments regarding student teaching found here on the NCTM-L are well worthreading! Thanks to one and all.

Carol Stevenssnybscva.cs.snybuf.edu

>>>> Student teaching is probably one of the most important > aspects of an educational program. In fact I would rank> it second, after mastery of subject matter, but above> methodologies. What differentiates it from these other> areas is the experience of interacting with the dynamics> of the classroom under the guidance of an experienced and > caring teacher.> > Some of the traditional non-academic lessons to be learned> from student teaching involve,>> 1) classroom management > 2) student discipline> 3) effective speaking/communication> 4) students' family/parents problems> 5) departmental politics> 6) culture of the school and community>> Possibly many education programs thumb their noses at some> (or most ?) of these, but from my own experience, I know> that industry and government does not (In these non-academic> areas, effective communication is sine qua non for survival).> > Beyond the classroom, I'd believe that student teaching should> naturally evolve into some form collaboration with master> teachers. I don't know how many (if any ?) schools support > this approach, but I think we'd all be more effective teachers> if we did.>> Al Barron> barron@prius.jnj.com>>